Formative Evaluation of Professional Development: How Will We Know Success?

Marks, Susan Unok; Maniates, Helen

This article describes the stages of a formative evaluation process for a professional development project. It was designed to support teachers in urban schools as they implement student-centered practices. The four stages of the evaluation that can serve as a road map for this type of collaboration are: (1) the program vision and anticipated changes in practice; (2) identification of teacher leaders and their responses to the professional development program; (3) the impact on teachers and students; and (4) the changes made to the professional development program. The article concludes that: the early development of an observation tool can help to focus staff development programs; adequate time should be provided for examining the impact on the the participants' students; the collection of data should provide answers to the questions of "for whom" and "under what conditions" the staff program works; and formative collaboration between program developers and an outside educator will serve to get the program on track early and keep the project on track. (SM/SEP)